LRB-4568/1
FFK:cdc
2019 - 2020 LEGISLATURE
December 2, 2019 - Introduced by Representatives Kulp, Ramthun, Bowen,
Kitchens, Krug, Murphy, Mursau, Skowronski, Tusler, Wichgers and
Wittke, cosponsored by Senator Bernier. Referred to Committee on
Education.
AB635,1,2
1An Act to create 116.03 (11m) of the statutes;
relating to: requiring each
2cooperative educational service agency to employ a dyslexia specialist.
Analysis by the Legislative Reference Bureau
Beginning in the 2020-21 school year, this bill requires the board of control of
each cooperative educational service agency to employ a dyslexia specialist. The bill
defines a dyslexia specialist as an individual who meets specific criteria, including
that the individual has at least five years experience in screening, identifying, and
treating dyslexia and related conditions and that the individual has received
advanced training in various topics related to dyslexia and related conditions.
For further information see the local fiscal estimate, which will be printed as
an appendix to this bill.
The people of the state of Wisconsin, represented in senate and assembly, do
enact as follows:
AB635,1
3Section
1. 116.03 (11m) of the statutes is created to read:
AB635,1,64
116.03
(11m) Beginning in the 2020-21 school year, employ a dyslexia
5specialist. For purposes of this subsection, a “dyslexia specialist” is an individual
6who satisfies all of the following criteria:
AB635,2,5
1(a) The individual is a dyslexia therapist, dyslexia training specialist,
2psychologist or private practice school psychologist licensed under ch. 455, school
3psychologist licensed by the department, speech-language pathologist licensed
4under subch. II of ch. 459, or speech and language pathologist licensed by the
5department.
AB635,2,76
(b) The individual has a minimum of 5 years of experience in screening,
7identifying, and treating dyslexia and related conditions.
AB635,2,118
(c) The individual has received advanced training in, and is knowledgeable
9about, dyslexia and related conditions and using interventions and treatments that
10are scientifically based, multisensory, direct, explicit, structured, and sequential in
11the areas of phonics, phonemic awareness, vocabulary, fluency, and comprehension.
